Ch. IV: Pedagogical Methods
Questions: What stands in for “psychological” and “physiological” development?
How will the student-writer be “measured”? What precisely will be “observed”?
“And with all this they will have acquired habits of order, and, above all, they will have formed the habit of observing themselves” (54).
“methodical observation” of “the liberty of the pupils in their spontaneous manifestations” (54).
Madonna of the Chair (Raphael’s Madonna della Seggiola)
Chapter V: Discipline
57: “The pedagogical method of observation has for its base the liberty of the child; and liberty is activity.”
“Discipline must come through liberty” (57). I would say, discipline must come through form.
“We call an individual disciplined when he is master of himself, and can, therefore, regulate his own conduct when it shall be necessary to follow some rule of life. Such a concept of active discipline is not easy to comprehend or to apply. But certainly it contains a great educational principle, very different from the old-time absolute and undiscussed coercion to immobility” (57).
*What is “immobility” in terms of FYW? Digital realms?
**What does this mean in terms of the student-writer? He is “disciplined” when he can “regulate his own [writing] when it’s necessary to follow some rule of life”? To please a particular rhetorical situation, meaning he can produce an outcome he chooses/desires via his writing?
“There exists only one real biological manifestation: the living individual; and toward single individuals, one by one observed, education must direct itself” (65).
“Environment is undoubtedly a secondary factor in the phenomena of life; it can modify in that it can help or hinder, but it can never create” (65).
“Life makes itself manifest,–life creates, life gives:–and is in its turn held within certain limits and bound by certain laws which are insuperable. The fixed characteristics of the species do not change, –they can only vary” (65).**Means?
“Man, disciplined through liberty, begins to desire the true and only prize which will never belittle or disappoint him—the birth of human power and liberty within that inner life of his from which his activities must spring” (63).
***Gamification implications: “Abolition of prizes and external forms of punishment”
“…because of his ability to control and direct the general activity of the environment in which he works. The man who is thus master of his environment will be able to smile before the anger of others, showing that great mastery of himself which comes from consciousness of his ability to do things…He is a serene and pleasant man where he is powerful through being efficient, but is domineering where he is served” (63).
***”We habitually serve children; and this is not only an act of servility toward them, but it is dangerous” (62).
“Needless help is an actual hinderance to the development of natural forces” (62).
***The difference between being served and serving yourself….What are the implications for the teacher?
“We must give such help as shall make it possible for children to achieve the satisfaction of their own individual aims and desires. All this is a part of education for independence” (62).
**Isn’t this the kind of education for which we aim? A kind of education “for independence”? We want our students to be able to compose effectively, independently.
“It is remarkable how clearly individual differences show themselves, if we proceed in this way; the child, conscious and free, reveals himself” (61).